Author: Sarah Evans Grade Level: 10/11/12 Course: College Prep Chemistry
Purpose of Unit
The purpose of this unit is to teach students about the types of bonds formed between elements and compounds. The unit will cover ionic and covalent bonding, using both monoatomic and polyatomic ions. The discussion on bonding will begin with the introduction of the octet rule and Lewis Dot Structures, both referring to the valence shell electrons as the only electrons involved in bonding. This will build off of their prior knowledge of the different electron orbitals (s,p, and d) and periodic trends both covered in the previous unit. We will also discuss the notion of double and triple bonds as related to some common compounds, and how to predict the occurrence of a double or triple bond. Once the idea of bonding is covered and students are able to correctly create Lewis dot structures of compounds, we will cover naming. The rules for naming ionic and molecular compounds, hydrates, and acids will be covered. Students will learn the numerical prefixes for one through ten as well as the names of several commonly occurring polyatomic ions.
Lesson1: Introducing a Literacy Strategy and Chapter 7. As a class and then in pairs, students will read and take notes on the first two sections of Chapter 7 on bonding. Lesson 2: Octet Rule and Lewis Dot Structures, Jigsaw activity on bonding. Lesson 3: Bonding Presentations, self assessments, Isn't it Ionic? Bonding Inquiry Lesson 4: Inquiry Wrap Up & Naming Lesson 5: Hydrate Inquiry Day 1 Lesson 6: Hydrate Inquiry Day 2 Lesson 7: Hydrate Inquiry and Test Review Lesson 8: Unit exam
Assessment Plan
Student understanding will be assessed in multiple ways throughout this unit beginning with the notes they take during their reading utilizing the literacy strategy and summarizing. If student summaries of each passage of reading are completely inappropriate, then the instruction will have to be modified to help them get this base knowledge before moving on to the more in-depth study of bonding and naming. As each topic of the unit is covered, the homework and assessments will be such that they continue to build on prior topics and will continue to give assessments on prior topics. Most days will begin with admit activities that are informal assessments of the prior days learning or formal quizzes on the topics. Each lesson will also begin with questions to the students to see where their background knowledge of the day's topic is and how well they are retaining the previous lessons. Each lesson will end with closing questions that probe whether or not students understand the days topic and usually address common misconceptions to see if the misconceptions stand or if students are understanding the true facts and ideas about the topic. The final summative assessment will address all the topics covered in the unit, especially the ways in which multiple topics are used together. Students will be assessed on a hierarchy of taxonomy from recall to being able to identify similarities across topics and how they are related.
Rationale
This unit deals with what is at the heart of chemistry, how atoms combine through bonding to form compounds and how those compounds are named. This unit is structured to make use of their knowledge from previous units including trends from the periodic table, electron orbitals, and ions. By having students begin the unit reading the chapter associated with this content, students will get a basic background overview of the topic of bonding and naming that will help them understand and relate to the lessons as they are introduced. Starting with the octet rule and Lewis dot structures, students build their foundation of knowledge starting with the valence electrons. This valence shell and dot structure representation is the basis for both types of bonding covered in the unit. Having the students work in groups to master a specific topic of bonding to then teach to the rest of the class gives the students ownership of their own learning. By concentrating on one specific aspect of bonding, students are less likely to be overwhelmed with the different concepts involved, yet when they get to listen to the other groups present on their topics they will realize the similarities and likely master the rest of the topics easier. All of this instruction is followed with the inquiry activity that puts all the aspects they have learned up to that point together, utilizing physical representations of molecules and Lewis dot structures to physically form molecules through ionic and covalent bonding.
From this point, the topic of the lessons moves on to the naming of compounds, including the acids and hydrates. Students will use what they have learned about covalent bonding to understand the common polyatomic ions that they will have to memorize for naming, and learn that molecules can have both ionic and covalent bonding when using these polyatomic ions. The topic of naming relates to the students' everyday lives as they read ingredient labels on foods they buy. They will have an activity using these labels to find and write the formula for compounds they recognize from our naming discussion and try to figure out what product the label is from. The standard numeric prefixes will relate to students prior knowledge from math (naming shapes).
The last topic discussed will be hydrates and how they bind water to the molecules. They will have already learned how to name hydrates using the molecular naming structures as well as the numerical prefixes for the hydrates. Students will discuss what things also have a lot of water bound in them, such as fruits and vegetables, and will determine water content by drying some of these items in their ovens at home and bringing in the resulting dried produce. This discussion will lead to the hydrate inquiry, and students will use the knowledge from drying the fruits to develop their procedures to determine the water content of a hydrate, which well help them determine which of their two unknown substances is a hydrate and which is not. The students will share data with the class, allowing them to decide if their results are valid and appropriate. This data will also be used in the next unit once students learn about moles and molar mass to eventually determine the precise molecular formula for the hydrate.
Finally, the students will be given a unit exam that will test their knowledge of naming, dot structures, the octet rule, ionic and covalent bonding, and the hydrate inquiry.
Title: Bonding and Naming Compounds
Author: Sarah EvansGrade Level: 10/11/12
Course: College Prep Chemistry
Purpose of Unit
The purpose of this unit is to teach students about the types of bonds formed between elements and compounds. The unit will cover ionic and covalent bonding, using both monoatomic and polyatomic ions. The discussion on bonding will begin with the introduction of the octet rule and Lewis Dot Structures, both referring to the valence shell electrons as the only electrons involved in bonding. This will build off of their prior knowledge of the different electron orbitals (s,p, and d) and periodic trends both covered in the previous unit. We will also discuss the notion of double and triple bonds as related to some common compounds, and how to predict the occurrence of a double or triple bond. Once the idea of bonding is covered and students are able to correctly create Lewis dot structures of compounds, we will cover naming. The rules for naming ionic and molecular compounds, hydrates, and acids will be covered. Students will learn the numerical prefixes for one through ten as well as the names of several commonly occurring polyatomic ions.Learning Performances and Standards
GSE PS1 (9-11) 4GSE PS1 (9-11) 4 Ext
Concept Map
Lesson Sequence
Unit Planning GridLesson1: Introducing a Literacy Strategy and Chapter 7. As a class and then in pairs, students will read and take notes on the first two sections of Chapter 7 on bonding.
Lesson 2: Octet Rule and Lewis Dot Structures, Jigsaw activity on bonding.
Lesson 3: Bonding Presentations, self assessments, Isn't it Ionic? Bonding Inquiry
Lesson 4: Inquiry Wrap Up & Naming
Lesson 5: Hydrate Inquiry Day 1
Lesson 6: Hydrate Inquiry Day 2
Lesson 7: Hydrate Inquiry and Test Review
Lesson 8: Unit exam
Assessment Plan
Student understanding will be assessed in multiple ways throughout this unit beginning with the notes they take during their reading utilizing the literacy strategy and summarizing. If student summaries of each passage of reading are completely inappropriate, then the instruction will have to be modified to help them get this base knowledge before moving on to the more in-depth study of bonding and naming. As each topic of the unit is covered, the homework and assessments will be such that they continue to build on prior topics and will continue to give assessments on prior topics. Most days will begin with admit activities that are informal assessments of the prior days learning or formal quizzes on the topics. Each lesson will also begin with questions to the students to see where their background knowledge of the day's topic is and how well they are retaining the previous lessons. Each lesson will end with closing questions that probe whether or not students understand the days topic and usually address common misconceptions to see if the misconceptions stand or if students are understanding the true facts and ideas about the topic. The final summative assessment will address all the topics covered in the unit, especially the ways in which multiple topics are used together. Students will be assessed on a hierarchy of taxonomy from recall to being able to identify similarities across topics and how they are related.Rationale
This unit deals with what is at the heart of chemistry, how atoms combine through bonding to form compounds and how those compounds are named. This unit is structured to make use of their knowledge from previous units including trends from the periodic table, electron orbitals, and ions. By having students begin the unit reading the chapter associated with this content, students will get a basic background overview of the topic of bonding and naming that will help them understand and relate to the lessons as they are introduced. Starting with the octet rule and Lewis dot structures, students build their foundation of knowledge starting with the valence electrons. This valence shell and dot structure representation is the basis for both types of bonding covered in the unit. Having the students work in groups to master a specific topic of bonding to then teach to the rest of the class gives the students ownership of their own learning. By concentrating on one specific aspect of bonding, students are less likely to be overwhelmed with the different concepts involved, yet when they get to listen to the other groups present on their topics they will realize the similarities and likely master the rest of the topics easier. All of this instruction is followed with the inquiry activity that puts all the aspects they have learned up to that point together, utilizing physical representations of molecules and Lewis dot structures to physically form molecules through ionic and covalent bonding.From this point, the topic of the lessons moves on to the naming of compounds, including the acids and hydrates. Students will use what they have learned about covalent bonding to understand the common polyatomic ions that they will have to memorize for naming, and learn that molecules can have both ionic and covalent bonding when using these polyatomic ions. The topic of naming relates to the students' everyday lives as they read ingredient labels on foods they buy. They will have an activity using these labels to find and write the formula for compounds they recognize from our naming discussion and try to figure out what product the label is from. The standard numeric prefixes will relate to students prior knowledge from math (naming shapes).
The last topic discussed will be hydrates and how they bind water to the molecules. They will have already learned how to name hydrates using the molecular naming structures as well as the numerical prefixes for the hydrates. Students will discuss what things also have a lot of water bound in them, such as fruits and vegetables, and will determine water content by drying some of these items in their ovens at home and bringing in the resulting dried produce. This discussion will lead to the hydrate inquiry, and students will use the knowledge from drying the fruits to develop their procedures to determine the water content of a hydrate, which well help them determine which of their two unknown substances is a hydrate and which is not. The students will share data with the class, allowing them to decide if their results are valid and appropriate. This data will also be used in the next unit once students learn about moles and molar mass to eventually determine the precise molecular formula for the hydrate.
Finally, the students will be given a unit exam that will test their knowledge of naming, dot structures, the octet rule, ionic and covalent bonding, and the hydrate inquiry.